Connecting local environmental knowledge and land use practices: A human ecosystem approach to urbanization in West Georgia

Issues of urban sprawl and migration of exurban residents into the surrounding countryside of metropolitan areas have generated considerable debate across the US. These debates often revolve around the ecological footprint of urban areas and the erosion of quality of life indicators associated with rapid expansion of urban and residential areas. Although there has been much research done on the environmental and socioeconomic impacts of urbanization, little attention has been given to cultural impacts. This paper focuses specifically on the role of local environmental knowledge as an important resource in human ecosystems, and looks at the implications of environmental knowledge loss associated with urbanization and its related demographic changes. We compared environmental knowledge among rural, urban, and developing watersheds in western Georgia, and also look at relationships between local environmental knowledge and variables such as gender, education, income, and participation in outdoor recreational activities. We then explored how variations in environmental knowledge affected land use practices at the household level. The mean knowledge scores of residents in all three classifications of rural watersheds were higher than those living in developing and urban watersheds. We found residents of managed pine watersheds possessed the highest mean scores (p = 0.006), while urban watershed residents were the lowest. We also found that local environmental knowledge was influenced by active participation in outdoor recreation, with active bird-watchers having the highest environmental knowledge scores. However, we found less influence of factors such as education and income on environmental knowledge. We also found a clear connection between local environmental knowledge and land management practices. Timber owners scored higher than non-timber owners (p = 0.099), and landowners who constructed streamside management zones (SMZs) scored higher than those who did not (p = 0.034).     

Social distress theory and teaching about homelessness: A retrospective analysis

This paper provides a retrospective analysis of our course: Homelessness in the United States: An Interdisciplinary Approach. It analyzes how such a course reveals social distress on two distinct levels: course content and course process. We deploy the concepts, tenets and insights of social distress theory to provide a retrospective analytical framework for the course. In addition, we extend the theory by presenting two corollaries to it and show how the literature on homelessness provides alternative connections among the major elements of social distress theory. Thus, we raise new questions for the theory to consider. We also make recommendations for potential teachers of courses on homelessness.     

Arby's image repair tactics as a public relations strategy

Arby's, a fast food restaurant, made a marketing appeal based on geography in its “Journey” television campaign, arguing that its meats sliced in its restaurants were fresher than Subway's meats sliced in Iowa. Although the target of the advertisement was Subway, some Iowans felt attacked. Iowans’ reactions and Arby's responses offer an instructive case of image attack and image defense in public relations.     

Funneling Child Welfare Consumers into and through the Mental Health System: Assessment, Referral, and Quality Issues

This qualitative study explores how consumers of child welfare services reach nonpsychiatric mental health providers and the perceived quality of these services. It relies on iterative interviews with individuals and groups, as well as on court observations from one metropolitan area. Results suggest that, consistent with theories of street-level bureaucracy, efficiency issues drive mental health service use, as clients are routinely subjected to psychological evaluations and funneled into mental health services as a matter of course. Referral practices are shaped by child welfare professionals' routines, discretion, and desire to meet such system objectives as providing short turnaround times for reports. The results suggest that, despite stakeholders' best intentions, maltreated children are not benefiting from thoughtful processes geared to screen for, assess, and provide targeted treatment for unmet mental health needs.     

Exploring the squeezed middle: Aucklanders talk about being ‘squeezed’

ABSTRACT

This research explores how middle-class Aucklanders, participants in ‘the middle’, see themselves in terms of being squeezed. It is intended to augment existing statistical based work on class stratification and life chances and facilitate aspects of qualitative research around giving voice. The research confirms the notion of a squeezed middle for the participants based in Auckland, and a striking feature of that confirmation is the centrality of age in demarcating both resourcing (in particular, homeownership versus renting) and narratives. Insofar as the research captures the zeitgeist of the middle, this confirms a neoliberal governmentality wherein a class analysis is interpolated with personal responsibility – and the latter remains paramount. Further, the research demonstrates that empathy is associated with social proximity. The semi-structured interviews also illuminated a widespread sense of resentment. This had two dimensions: directed against neoliberalism as an historic transformation that is seen as the cause of an increasingly squeezed middle, and; against baby boomers. Participants in their 40s demonstrated the highest levels of resentment, and this confirms other research which identifies them as a problematic age cohort because of changing socio-economic conditions.     

Resisting Institutionalization: Religious Professionals in the Emerging Church*

This article discusses how organizations can resist normative institutional pressures associated with the use of formally trained and credentialed professionals. This research draws on neoinstitutional theories of isomorphism and utilizes a framework of religious training developed by Finke and Dougherty (2002) , which emphasizes both the social and religious capital gained during professionalization, to show that resistance to normative institutional pressures is possible. The data demonstrate that organizations which act to reformulate the role of religious professionals in a way which limits both the opportunities and ability of clergy to implement and maintain organizational routines and processes can successfully avoid normative institutional forces. This research draws on over 50 interviews and 100 hours of fieldwork with people in the Emerging Church, a religious movement that has arisen in the last 25 years as a response to increasing distrust of institutional authority. This study helps to close the gap between institutional studies of organizations and the sociology of religion by suggesting that some, currently overlooked, organizational activities can be more accurately understood as deliberate attempts to resist institutionalizing forces.     

Pathways to Ready Schools

To encourage communities to play a more significant role in getting kids ready for school and schools ready for kids, the W. K. Kellogg Foundation launched Supporting Partnerships to Assure Ready Kids (SPARK) in 2001. This nationwide initiative emphasized community-based collaboration and the development of strategic infrastructures to support early care and education and school readiness among at-risk children. As part of this initiative, the authors were charged with developing a definition of a ready school. Following consultation with experts, a literature review, and four site visits, the authors identified the following nine pathways to ready schools: children succeed in school; a welcoming atmosphere; leadership; connections to early care and education; connecting culturally and linguistically with children and families; parental involvement; partnering with the community; using assessment results for individual student progress and improving school performance; and quality improvement including professional development and training.